Responsible intra-action in a science center

Emerging adults, defined as ages 18-29, are tasked with continuing identity development as they transition from adolescence to adulthood. Central to identity development is gender identity development and expression, and engaging in this developmental task can relate to psychosocial functioning. One way to explore how emerging adults perform their gender is via digital communication, given that it is nearly ubiquitously used, provides unique affordances that could transform the ways that gender-stereotyped behaviors are performed, and can be naturalistically observed. Further, using co-construction and transformation theories, gender performance via digital communication can be examined in relation to offline experiences, specifically personality disorder features that may reflect gender-stereotyped psychosocial functioning difficulties.The current study explored two questions: (1) Are masculine and feminine categories of posting behaviors, as defined by previous research, observable in emerging adults’ Facebook posts? and (2) Do these highly stereotypical online gender performance behaviors relate to personality disorder features offline? It was hypothesized that the masculine-presenting behaviors would be more prevalent in male-identifying participants, feminine-presenting behaviors would be more prevalent in female-identifying participants, and two latent factors of online masculinity and femininity would emerge. Further, it was hypothesized that extreme scores of masculinity and femininity would relate to narcissistic personality disorder features and that extreme scores of femininity would relate to borderline personality disorder features.Using content coding of observational Facebook profile data, several behavioral categories related to gender display and performance were explored, including emotion presentation, personal talk, impersonal talk, relationship building, relationship expanding, active display in photos, and passive display in photos. These behaviors were explored by gender and in relation to narcissistic and borderline personality disorder features. The results provided very limited support for the hypotheses, namely that some feminine behaviors were more prevalent in women and related to borderline personality disorder features. These results suggest that our current understanding of gender performance must be re-examined in order to make conclusions about how gender is performed online and what implications these may have for offline personality functioning.

The study, carried out in Ankara, Turkey, examined the effect of Middle East Technical University's Science Centre (METU SC) on students' attitudes towards science. The sample consisted of 251 students. The age range of the students varied from 11 to 14. The attitude scale was administered before, immediately after, and one week after a visit to METU SC. Because of the limitations on sampling procedure, two different research designs were used. Design 1 was a quasi-experimental design and arranged to determine the impact of METU SC on sixth graders' attitudes towards science with respect to the six constructs of the attitude scale, namely ‘Learning science in school’, ‘Self-concept in school science’, ‘Practical work in school science’, ‘Science outside of school’, ‘Future participation in science’, and ‘Importance of science’. Design 2 was a weak experimental design and arranged to determine the impact of METU SC on students' overall attitudes towards science with respect to their gender, grade levels, and science achievement levels. The results of this study suggest that science centres might have high potential on increasing students' attitudes towards science in all dimensions of the attitude scale, except for ‘Practical work in school science’. Furthermore, this increase is independent of gender, science achievement, and grade levels. Also, considering that this achievement was accomplished in quite a short time, science centres can be used by educators as an effective way of increasing students' attitudes towards science.

Percorsi di gender performance: fotografia tra arte e moda dagli anni Novanta ad oggi

The purpose of this fire and life safety analysis is to determine whether Cal Poly’s Center for Science and Mathematics (CSM) meets fire safety goals. The primary fire safety goal is to provide building occupants with an environment that is reasonably safe from fire. This goal can be achieved by protecting the occupants not intimate with the initial fire development and improving survivability of those occupants intimate with the initial fire development, (NFPA 101, 2006). A prescriptive-based design approach and a performance-based design approach are used to evaluate building safety. The prescriptive-based approach is used to evaluate the building’s structural fire protection systems, fire detection and alarm systems, fire suppression systems and egress design. The performance-based design approach is used to analyze how the building will perform in the event of a fire. The performance-based approach evaluates the building based on the required safe egress time (RSET) and available safe egress time (ASET) for occupants to evacuate the building safely in the event of a fire. A Smoke Management Study was conducted to predict the effects of fire within the atrium space of the CSM using natural ventilation to control smoke. The study is evaluated in this report using hand calculation methods and two computer software programs, Fire Dynamics Simulator (FDS) and Pathfinder to determine if occupant safety is sufficient. Recommendations to improve building fire safety are discussed based on the results of this fire and life safety analysis.

Gender stereotypes are socially constructed meanings about female and male characteristics or behaviors, and these are reinforced through social interactions and media portrayals. Gender stereotypes include rules about appropriate performance of gender, or doing gender appropriately, and individuals often act to reinforce expectations when gender is performed in non‐normative ways. Victimization of women by men reflects gender stereotypes as men reassert masculinity and punish female partners who are thought to challenge their female role. Victim blaming persists along with gender stereotypes, as female victims are judged and men's violence is legitimated.

River Research and ApplicationsVolume 38, Issue 8 p. 1351-1355 EDITORIAL Biological invasions in rivers and associated ecosystems: New insights, challenges, and methodological advancements Kate L. Mathers, Corresponding Author Kate L. Mathers [email protected] orcid.org/0000-0003-3741-1439 Geography and Environment, Centre for Hydrological and Ecosystem Science, Loughborough University, Loughborough, UK Correspondence Kate L. Mathers, Geography and Environment, Centre for Hydrological and Ecosystem Science, Loughborough University, Loughborough, UK. Email: [email protected]Search for more papers by this authorSimone Guareschi, Simone Guareschi orcid.org/0000-0003-2962-0863 Doñana Biological Station (EBD-CSIC), Seville, SpainSearch for more papers by this authorZarah Pattison, Zarah Pattison orcid.org/0000-0002-5243-0876 Modelling, Evidence and Policy Group, School of Natural and Environmental Sciences, Newcastle University, Newcastle upon Tyne, UKSearch for more papers by this author Kate L. Mathers, Corresponding Author Kate L. Mathers [email protected] orcid.org/0000-0003-3741-1439 Geography and Environment, Centre for Hydrological and Ecosystem Science, Loughborough University, Loughborough, UK Correspondence Kate L. Mathers, Geography and Environment, Centre for Hydrological and Ecosystem Science, Loughborough University, Loughborough, UK. Email: [email protected]Search for more papers by this authorSimone Guareschi, Simone Guareschi orcid.org/0000-0003-2962-0863 Doñana Biological Station (EBD-CSIC), Seville, SpainSearch for more papers by this authorZarah Pattison, Zarah Pattison orcid.org/0000-0002-5243-0876 Modelling, Evidence and Policy Group, School of Natural and Environmental Sciences, Newcastle University, Newcastle upon Tyne, UKSearch for more papers by this author First published: 12 October 2022 https://doi.org/10.1002/rra.4038Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume38, Issue8Special Issue: Biological invasions in rivers and associated ecosystems: New insights, challenges, and methodological advancementsOctober 2022Pages 1351-1355 This article also appears in:Biological invasions in rivers and associated ecosystems: New insights, challenges, and methodological advancements RelatedInformation

The essay explores how to deconstruct gender stereotypes by looking at gender representations in marriage and the juridical system through a film analysis of Anatomy of a Fall. The film won the Palme d'Or award at the 76th Cannes Film Festival in 2023; it narrates the female protagonist Sandra's denial of the accusation of murdering her husband and the reclamation of her subjectivity in the trial. The aim of the article is to expose the films subversive representation of gender roles as intertwined with Sandra breaking the traditional binary gender stereotypes prescribed by patriarchal society. The essay uses a contextual analysis approach, by analyzing the films cinematic elements, such as narrative structure, cinematography, and editing. Besides, the essay also draws thearetical insight from Laura Mulvey and Beauvoir. The first finding of the essay is that the representation of the juridical system symbolizes the societal power system, which reinforces the stereotypes towards women; the second finding is that Sandra shows womens the refusal of male gaze and gender performativity. This essay elucidates how Anatomy of a Fall effectively subverts gender stereotypes, contributing to a nuanced understanding of power dynamics and gender roles in western society. Furthermore, its significance underscores the film's approach to challenge the entrenched societal norms and promote feminist ideals.

Purpose: This study seeks to determine the marketplace practices in which consumers engage with regard to masculine and feminine codes employed in product design. Since extant consumer research argues that consumers prefer marketing stimuli that match their sex or gender identity, this study also asks how consumers' practices inform this understanding of the possession-self link.Design/methodology/approach: This study used semi-structured interviews with an auto-driving component to answer the research questions. Data from 20 interviews were analyzed using feminist critical discourse analysis and a poststructuralist feminist-informed theoretical framework.Findings: Four consumer practices identified in the data show that interpretations and evaluations of product gender are sometimes, but not always, a reflection of the gendered self.Research limitations/implications: This research shares a snapshot of a cohort of individuals that interact with the marketplace, but there are some perspectives missing. Future research must engage with individuals from different socioeconomic backgrounds, as well as non-binary or gender nonconforming individuals, in order to enhance or even challenge these findings.Practical implications (if applicable): Evidence from the marketplace demonstrates intense criticism of products that have been coded as masculine or feminine based on gender stereotypes or men and women's perceived aesthetic tastes. Marketers are encouraged to use gender codes to differentiate products catered to men and women based on their ergonomic or biological needs.Originality/value: This study complicates theory on the possession-self link to show cases in which that link is broken. Engaging critically with the topic of product gender from a poststructuralist feminist perspective also illustrates how marketing practices may help or harm consumers.

Although teachers in principle are prepared to make use of science centers, such excursions often fail to facilitate learning processes. Therefore, it is necessary to improve the link between science centers and schools. The design and evaluation of valuable outreach projects may enhance students’ out-of-school science learning. In our study, we developed a curriculum-based lesson for fifth graders as part of the educational program of a salt mine as out-of-school learning site. The complete program comprises a guided tour along the visitors’ gallery and simple experiments about important physical and chemical properties of salt (NaCl). We evaluated the impact of students’ previous knowledge and experiences and of the surroundings at the learning setting itself, considering students’ cognitive and affective outcomes. The results revealed the appropriateness of the lesson for fifth graders with regard to its difficulty and design: The learning setting provided premises for substantial learning processes and positive feedback. Yet, students’ outcomes were independent of the setting: students did not benefit from the subject-related surroundings at the salt mine themselves. These results encourage the careful development and usage of learning settings that foster out-of-school science education.

This article examines the intersection of race, gender, class, and academic success through an ethnographic case study in a Texas charter high school. The 98% working-class, Latino student population was exposed to an array of stigmas ascribed to their persons based on negative social stereotypes of race, ethnicity, gender, and class due to the cultural and professional climate on campus. Gender expression was the primary mode of differentiation, given the relatively homogenous population, and used to stratify students learning potential. Racism, stigma, materiality, and teacher indifference work in conjunction with one another to disenfranchise Latino youth on this campus, and arguably US public education.

Science educators in informal environments such as science centers and museums affect people’s learning experiences, as they create and implement the educational programs and exhibits to support science learning. The educators are the human interfaces between the institutions’ collections, the knowledge and culture that are represented, and the visiting public. Previous studies suggest that educators apply a range of strategies in their interactions with visitors that account for the learners’ levels of interest and understanding, and as such serve to scaffold the learning experience. However, it also appears that educators may not have an explicit understanding of how educational techniques may best be used. In addition, while educators have a diversity of knowledge and backgrounds resulting in arguably valuable varied expertise, such diversity may also be an impediment as staff do not share a common understanding and language for how they approach and talk about their work. We propose a common body of knowledge that can lead to a shared framework for practice, and provide the basis for pre-service and ongoing professional education among educators who teach science in informal environments. In this chapter, we discuss our six knowledge components underlying the pedagogical knowledge required for science education in informal environments that is shared with, but distinct from, teaching science in schools.

Este artigo investiga a pombagira, entidade feminina do panteão umbandista que contesta estereótipos de gênero e oferece à comunidade afro–brasileira possibilidades de elaborar a maneira como compreendem o “feminino” e a “mulher”. Com base em pesquisa etnográfica desenvolvida em seis terreiros de umbanda do estado de São Paulo, entrevistas com mulheres médiuns e com as suas próprias pombagiras, argumenta– se que quando damos ouvidos ao campo sem nos prendermos a preconcepções de masculino e de feminino, o que se encontra é uma reconfiguração das qualidades associadas ao “ser mulher”. Os dados foram analisados mediante atenção aos significantes que se repetiram nas entrevistas e na interação em campo discutidos a partir dos estudos de gênero.

This article examines gender stereotypes in the depiction of the hero and villain in the Indonesian animated film Jumbo (2025). Using qualitative textual analysis, the study evaluates the characters’ behavior through the theoretical lens of Stuart Hall’s concept of representation and Judith Butler’s gender performativity. The method involves deconstructing the speech acts and performative gestures of two main characters: Meri, the kind-hearted ghost, and Pak Rusli, the corrupt village chief. The findings indicate that the film constructs the characters’ identities through binary oppositions and repeated performative acts. Pak Rusli embodies masculinity defined by the abuse of institutional power, while Meri displays femininity limited to emotional acts and dependence on others. The study concludes that Jumbo ultimately reinforces normative gender ideology.

This paper presents our childhood memories about children’s toys as gendered in family life, school, and beyond in Vietnam. Framed by the construction of masculinity, femininity and heteronormativity, we galvanise our stories into vignettes to discuss how popular children’s toys, such as dolls and a cooking playset, could be used as a means to foster gender stereotypes in young children. In a collaborative autoethnography, we gathered our narratives in contexts of being and becoming in our early lives as children in Vietnam where we were raised to conform to adults’ gender performance expectations. Our vignettes reveal that gendered toys were instrumental for adults to shape children’s gender performances and identities in a heterosexual society. Gender-socialised toy preferences go against the notion of children having agency and being able to engage in meaning-making, which can cause diverse emotional distresses and vulnerabilities for some during their formative years and throughout their lives.

This article explores the challenge presented to governments and the scientific establishment by physicists who campaigned internationally on behalf of their Soviet scientific colleagues in the early 1980s. Cold War science operated in a highly charged environment: while the work of scientists on both sides of the Cold War divide was sponsored and closely guarded by government and military agencies, scientists were also at the forefront of activist challenges to human rights infringements suffered by their colleagues. The article explores the motivations for and limitations of a moratorium on participation in scientific exchange with the Soviet Union launched by the California-based group “Scientists for Sakharov, Orlov and Shcharansky” (sos). It considers the ways that both professional identity and Cold War dynamics shaped this solidarity campaign. sos sought to build their activism on a transnational basis and worked closely with scientific colleagues in Europe to do so. They pitched a campaign that appealed beyond the university and national scientific laboratories to a broad range of people who identified as scientists. Unlike many contemporary scientific organizations, the sos leadership embraced the political nature of such activism. As a whole, this article shows how scientists navigated different political and scientific contexts when organizing support for their Soviet colleagues.